Purpose

This paper discusses findings from a four-year research and development project using lesson study in a Norwegian elementary school. There are only a limited number of studies which have investigated how talk mediates teacher learning in lesson study, whereas research has shown that the form communication takes is the key to whether or not collaboration leads to learning. Focus in this paper is therefore on the talk which takes place in teacher teams when they meet to plan the research lesson in lesson study. The article explores sequences of talk that afford opportunities for teacher learning in order to understand what triggers and characterizes these opportunities.

Design/methodology/approach

Data consisted of audio recordings of four teacher teams made during planning meetings. Based on theoretical criteria, sequences of teacher talk which indicated potential for learning were selected for further analyses. These sequences were then coded with respect to what themes triggered this talk and what conversional routines were found.

Findings

The most frequent trigger of talk affording opportunities for learning was in relation to students and more specifically different needs of individual or subgroups of students. Didactic and purely curriculum-focussed issues triggered this kind of talk to a small degree. Conversional routines in the selected sequences concerned (1) taking a student perspective, (2) discussing impact on student learning behaviour and (3) generalizing (moving from specific accounts of classroom practice to general reflection on one's own practice).

Originality/value

This study aims to investigate what triggers and characterizes talk with learning potential in the lesson study work of teacher teams.

中文翻译：

---

通过交流学习：在教师团队的课堂学习中探索学习潜力

目的

本文讨论了一个为期四年的研究与开发项目的发现，该项目使用了挪威小学的课程学习。仅有少数研究调查了谈话是如何在课堂学习中调解教师学习的，而研究表明，交流所采用的形式是协作是否导致学习的关键。因此，本文的重点是在教师团队开会计划课程学习中的研究课时进行的讨论。本文探讨了一系列演讲，这些演讲为教师学习提供了机会，以便了解是什么触发了这些机会并对其进行了表征。

设计/方法/方法

数据包括在计划会议期间对四个老师团队进行的录音。根据理论标准，选择表明学习潜能的教师谈话顺序进行进一步分析。然后，根据触发该话题的主题和找到的转换例程对这些序列进行编码。

发现

提供学习机会的谈话最频繁的触发因素是与学生有关，更具体地说是与学生个人或小组的不同需求有关。有说服力的和纯粹以课程为中心的问题在某种程度上触发了这种讨论。选择的相关顺序中的转换例程（1）从学生的角度出发，（2）讨论对学生学习行为的影响，以及（3）概括（从课堂实践的具体说明转向对自己实践的普遍反思）。

创意/价值

这项研究的目的是调查在教师团队的课堂学习工作中哪些因素触发并刻画了具有学习潜能的谈话。